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The purpose of this paper is to develop a more comprehensive understanding of the multidimensional, ambivalent and responsive process of transformation, particularly as related to non‐cognitive processes and effects of leader‐ and followership.

Based on a critical literature review, advanced phenomenology and a relational approach, the significance of form and embodied, emotional and aesthetic dimensions, potential and effects of transforming in general and transformational leadership in particular are discussed.

Transformations in organisations are recognized as an embodied, emotional and aesthetical as well as inter‐relational event. With an extended understanding, transformational leadership can itself be transformed into an aesthetically in‐formed and more integral practice of leader‐ and followership. Building on the insights gained, practical, theoretical, and methodological implications are provided. Furthermore, limitations and problems are discussed.

The paper contributes to an innovative comprehension and offers critical perspectives on transformative processes in organisation and leadership. By drawing attention to the interrelated embodied, emotional and aesthetic dimensions of transformation, the paper develops a genuine and timely conceptualisation, allowing a creative transformation of conventional understandings and practices of leader‐ and followership in organisations.

To develop an overview of generalized scales based on pansystems‐relative quantification.

This is a discussion paper exploring the key issues surrounding generalized measures.

The concrete contents of the study include generalized measure views, dimension theory, concepts, logic, theories, Einstein's relativity, quality‐quantity‐degree, methodology of physics, theorems in pansystems mathematics and physics explained within the framework of pan‐scale transformations.

Provides an overview of generalized scales based on pansystems‐relative quantification.

The actual uses to which public art is put have been virtually ignored, leaving multifarious dynamics related to its esthetic encounters unexplored. Both audience agency in placemaking and sensemaking and the agentic role of place as more than a mere platform or stage dressing for transformation are routinely neglected. Such transformative dynamics are analyzed and interpreted in this study of the Derry–Londonderry Temple, a transient mega-installation orchestrated by bricoleur artist David Best and co-created by sectarian communities in 2015.

A range of ethnographic methods and supplemental netnography were employed in the investigation.

Participants inscribed expressions of their lived experience of trauma on the Temple's infrastructure, on wood scrap remnants or on personal artifacts dedicated for interment. These inscriptions and artifacts became objects of contemplation for all participants to consider and appreciate during visitation, affording sectarian citizens opportunity for empathic response to the plight of opposite numbers. Thousands engaged with the installation over the course of a week, registering sorrow, humility and awe in their interactions, experiencing powerful catharsis and creating temporary cross-community comity. The installation and the grief work animating it were introjected by co-creators as a virtual legacy of the engagement.

The originality of the study lies in its theorizing of the successful delivery of social systems therapy in an esthetic modality to communities traditionally hostile to one another. This sustained encounter is defined as traumaturgy. The sacrificial ritual of participatory public art becomes the medium through which temporary cross-community cohesion is achieved.

In this paper, the authors engage with embodied critical literacies through an exploration of the possibilities provided by the use of improvisational comedy (improv) in the classroom. The purpose of this paper is to extend understandings of critical literacy to consider how embodied critical literacy may be transformative for both individual students and classroom assemblages. The research question asks: how might improv, as an embodied literacy practice, open up spaces for critical literacy as embodied critical encounter in classroom assemblages?

The authors used case study methodology informed by post-qualitative research methods, and in particular, posthuman assemblage theory. Assemblage theory views the world as taking shape through the ever-shifting associations among human and more-than-human members of an assemblage. The case study took place in a sixth-grade classroom with 28 11-year-olds over a four-month period of time. Audio and video recordings provided the empirical materials for analysis. Using Bruno Latour’s three stages for rhizomatic analysis of an assemblage, the authors mapped the movements of participants in an assemblage; noted associations among those participants; and asked questions about the larger meanings of those associations.

In the sixth-grade classroom, the dynamic and emerging relations of the scene work and post-scene discussion animate some of the ways in which the practice of classroom improv can serve as a pedagogy that involves students in embodied critical literacy. In this paper, the authors are working with an understanding of critical literacy as embodied. In embodied critical literacy, the body becomes a resource for that attunes students to matters of critical importance through encounter. With this embodied attunement, transformation through critical literacy becomes a possibility.

The case study methodology used for this study allowed for a fine-grained analysis of a particular moment in one classroom. Because of this particularity, the findings of this study are not considered to be universally generalizable. However, educators may take the findings of this study and consider their application in their own contexts, whether that be the pedagogical context of a classroom or the context of the empirical study of language and literacy education. The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms.

The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms.

The authors argue that providing students with critical encounters is an important enterprise for 21st-century classrooms and improv is one means for doing so. As an embodied literacy practice, improv in the classroom teaches students to listen to/with other players in the improv scene, become attuned to their movements and move responsively with those players and the audience. It opens up spaces for critically reflecting on ways of being and doing, which, in turn, may inform students’ movements in further associations with each other both in class and outside the walls of their school.

In this paper, building on work conducted by Author 1, the authors extend traditional notions of critical literacy. The authors advocate for developing critical learning opportunities, such as classroom improv, which can actively engages students in critical encounter. In this vein, rather than viewing critical literacy as critical framing that requires distancing between the learner and the topic, the posthuman critical literacy the authors put forward engages the learner in connecting with others, reflecting on those relations, and in doing so, being transformed. That is, through critical encounter, rather than only enacting transformation on texts and/or material contexts, learners themselves are transformed.

The purpose of this paper is to present how in a virtual setting a cooperating group of individuals could transform their tacit knowledge, and what is the necessary infrastructure needed for such transformation.

The paper highlights the different perspectives on knowledge as well as its classification and perception by researcher's to‐date. It also examines current theoretical questions of knowledge management and knowledge transformation. Opinions and ideas are introduced as the easier parts of tacit knowledge that can be transformed into explicit form. The paper also introduces a knowledge management definition, which presents three phases for managing knowledge among virtually cooperating group members.

The paper has the following items as vital for knowledge transformation among virtual group members: a definition for knowledge management among group members; adoption of classification of knowledge as explicit, embodied, and not‐yet‐embodied (Scharmer); and opinions and ideas as the parts of tacit knowledge which could be easily transformed.

Knowledge management and knowledge transformation have been addressed in the literature at the organizational level. The paper addresses these issues from a group level and introduces definition, concepts, and ideas that form the backbone of such management and transformation. The points raised are expected to be of interest to researchers working on knowledge management and transformation among virtually cooperating group members.

The purpose of this paper is to analyze the role of embodied dimensions and relational possibilities of (serious) play at work. It shows how a phenomenological and processual approach can help in developing an integral understanding of (serious) play and its paradox in relation to work and practical wisdom and professional artistry in organizations.

Based on the literature review and phenomenology, the role of embodied dimension, and the nexus of playful practitioners, practices and playgrounds are discussed. Systematically, then the concept of “inter-playing” is proposed as a specific embodied and processual practice. Subsequently, the in-between is shown to be a medium and transrelational nexus for (serious) play that allows a more comprehensive understanding and implications.

Based on the phenomenological and relational approach, the concept of (inter-)play allows an extended understanding of serious play and its paradox as a form of an inter-practice. The mediating in-(ter-)between is revealed as decisive for playful practices and playgrounds in organizations. Serious play is linked to practical wisdom and professional artistry in organizations.

Specific theoretical and methodological implications for exploring and enacting play are offered. It is suggested to take research itself as a form of inter-practice and to enact a more integral epistemology and methodological pluralism, including body-related and art-based approaches and critical issues.

Some specific practical implications are provided that facilitate and enable embodied play and play-spaces in an ongoing, arts-based learning and development process in organizational and educational contexts.

The corporeality of responsive inter-play is seen as connected to sociality and social interaction as self and others are considered as a nexus. In particular, poetic phrónêsis in professional playful practice is linked to social creativity that includes attention and recognition of others and otherness as well as social inclusivity.

By extending the existing discourse and using an embodied approach, the paper proposes a novel orientation for re-interpreting serious play. Equally, it offers the new processual concepts of inter-play and inter-practice that allow more explorations and connections to discourses and practices of phronesis and art(istry).

The consumer acculturation literature argues that reconstituting familiar embodied practices from the culture of origin leads to a comforting sense of home for consumers who move from one cultural context to another. This paper aims to extend this thesis by examining further dimensions in migrant consumers’ experiences of home culture consumption.

This paper analyses data gathered through multi-modal depth interviews with Southeast Asian skilled migrants in New Zealand through the conceptual lens of embodiment.

Building on Dion et al.’s (2011) framework of ethnic embodiment, the analysis uncovers home culture consumption as multi-layered experiences of anchoring, de-stabilisation and estrangement, characterised by convergence and divergence between the embodied dimensions of being-in-the-world, being-in-the-world with others and remembering being-in-the-world.

This paper underscores home culture consumption in migration as an ambivalent embodied experience. Further research should investigate how other types of acculturating consumers experience and negotiate the changing meanings of home.

Marketers in migrant-receiving and migrant-sending cultural contexts should be sensitised to disjunctures in migrants’ embodied experience of consuming home and their role in heightening or mitigating these disjunctures.

This paper helps contribute to consumer acculturation theory in two ways. First, the authors show how migrants experience not only comfort and connection but also displacement, in practices of home culture consumption. Second, the authors show how migrant communities do not only encourage cultural maintenance and gatekeeping but also contribute to cultural identity de-stabilisation.

This paper aims to elucidate health-related transformations experienced by an individual. Building from personal experience offers an understanding of the relational dynamics at play within health transformations, which makes a contribution to realising and facilitating the agency of the patient in systems of integrated care.

Introspection can be used as a methodology to elucidate messy and personal affective experiences. The author’s introspection is an 18-month catalogue and analysis from diagnosis of breast cancer through significant stages of rehabilitation. Reflexive introspection has gained traction in health research due to its cathartic benefits, whilst this approach offers much; a key challenge for integrated care is translating deeply personal and subjective introspections into strategic-level application.

Using Turner’s (1969) concept of liminality, this research explicates key relational dynamics of health-related transformations experienced by an individual. By recognising changes in affective being as a pivotal point in rehabilitation, this work links embodied transformation as a critical antecedent to a patient’s willingness to engage his/her agency in their rehabilitation.

Whilst recognising that integrated care is patient-centred and seeks to incorporate the patient’s voice, this research gives insight into how the author, as a patient, engaged her agency in her rehabilitation through building her own transformed personal ontologies of health.

Purpose – Reality TV shows that feature embodied “transformations” are popular, including Intervention, a program that depicts therapeutic recovery from addiction to “health.” The purpose of this chapter is to address the ways whiteness constitutes narratives of addiction on Intervention.

Methodology – This analysis uses a mixed methodology. I conducted a systematic analysis of nine (9) seasons of one hundred and forty-seven (147) episodes featuring one hundred and fifty-seven individual “addicts” (157) and logged details, including race and gender. For the qualitative analysis, I watched each episode more than once (some, I watched several times) and took extensive notes on each episode.

Findings – The majority of characters (87%) are white, and the audience is invited to gaze through a white lens that tells a particular kind of story about addiction. The therapeutic model valorized by Intervention rests on neoliberal regimes of self-sufficient citizenship that compel us all toward “health” and becoming “productive” citizens. Such regimes presume whiteness. Failure to comply with an intervention becomes a “tragedy” of wasted whiteness. When talk of racism erupts, producers work to re-frame it in ways that erase systemic racism.

Social implications – The whiteness embedded in Intervention serves to justify and reinforce the punitive regimes of controlling African American and Latina/o drug users through the criminal justice system while controlling white drug users through self-disciplining therapeutic regimes of rehab.

Originality – Systematic studies of media content consistently find a connection between media representations of addiction and narratives about race, yet whiteness has rarely been the critical focus of addiction.

Current policies and research on carbon emissions focus on operational emission but overlook the importance of embodied and user-transport emissions in residential buildings. This study built a comprehensive framework to assess the impact of life-cycle carbon emissions on different in-building open public spaces (open roof, open vertical garden, and open ground floor) in affordable housing.

A parametric model of a typical affordable housing building in Shanghai, China was constructed and 36 variations of open public spaces studied. Embodied, operational, and user-transport carbon emissions were quantified over 50 years.

The results show that the life-cycle carbon emissions decrease with the application of the open public space. In addition, the paper found that the carbon reduction due to user transport is seven times higher than the carbon increment due to construction and over long-term operation.

This paper provides quantitative evidence for carbon emissions and in-building open public spaces, and the authors suggest taking multiple aspects into account in addition to the structure of the building is crucial to sustainable building development.